The first two questions face anyone who cares to distinguish the real from the unreal and the true from the false.
Both teacher and student feedback must be systematically sought, analysed and responded to. Teachers and students should be actively involved in planning programme evaluation and in using its results for programme development. Student performance must be analysed in relation to the curriculum and the mission and objectives of the medical school.
Student performance should be analysed in relation to student background, conditions and entrance qualifications, and should be used to provide feedback to the committees responsible for student selection, curriculum planning and student counselling.
Measures of student performance would include information about average study duration, scores, pass and failure rates at examinations, success and dropout rates, student reports about conditions in their courses, as well as time spent by the students on areas of special interest.
Programme evaluation must involve the governance and administration of the medical school, the academic staff and the students.
A wider range of stakeholders should have access to results of course and programme evaluation, and their views on the relevance and development of the curriculum should be considered. A wider range of stakeholders would include educational and health care authorities, representatives of the community, professional organisations and those responsible for postgraduate education.
Governance structures and functions of the medical school must be defined, including their relationships within the University. The governance structures should set out the committee structure, and reflect representation from academic staff, students and other stakeholders.
The committee structure would include a curriculum committee with the authority to design and manage the medical curriculum. Relationships within the University and its governance structures should be specified, if the medical school is part of or affiliated to a University.
Other stakeholders would include ministries of higher education and health, other representatives of the health care sector and the public.
The responsibilities of the academic leadership of the medical school for the medical educational programme must be clearly stated. The academic leadership should be evaluated at defined intervals with respect to achievement of the mission and objectives of the school.
The medical school must have a clear line of responsibility and authority for the curriculum and its resourcing, including a dedicated educational budget.
There should be sufficient autonomy to direct resources, including remuneration of teaching staff, in an appropriate manner in order to achieve the overall objectives of the school.
The educational budget would depend on the budgetary practice in each institution and country. The administrative staff of the medical school must be appropriate to support the implementation of the school's educational programme and other activities and to ensure good management and deployment of its resources.
The management should include a programme of quality assurance and the management should submit itself to regular review. The medical school must have a constructive interaction with the health and health-related sectors of society and government.
The collaboration with partners of the health sector should be formalised. The health sector would include the health care delivery system, whether public or private, medical research institutions, etc. The health-related sector would, depending on issues and local organisation, include institutions and regulating bodies with implications for health promotion and disease prevention e.
The medical school must as a dynamic institution initiate procedures for regular reviewing and updating of its structure and functions and must rectify documented deficiencies.Singapore’s education system which is ranked 3rd is the product of a distinctive, even unique, set of historical, institutional and cultural feelthefish.com factors go a long way to help explain why the educational system is especially effective in the current assessment environment, but it also limits how transferable it is to other countries.
Why is there something rather than nothing?Might the world be an illusion or dream?What exists beyond the human senses?What happens after death?Does divine or supernatural agency exist?
Is the future already decided?; What is the meaning of life?What is right and wrong?Is the world good or bad?Are humans good or evil?What beings should .
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Does God exist? Who is God? And can we ultimately trust in any reality?
These questions have been among the greatest subjects of human speculation since history began. Singapore’s education system which is ranked 3rd is the product of a distinctive, even unique, set of historical, institutional and cultural feelthefish.com factors go a long way to help explain why the educational system is especially effective in the current assessment environment, but it also limits how transferable it is to other countries.
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